Allergy Training or Lack Thereof

Food allergies affect many people in our society today, and the food service industry must keep up with the demand for allergen-free food from their customers. The objective of this research is to gain insight from the employee’s perspective of the importance of food allergies and what training method would help them learn best. Through this research we intend to learn how we can engage employees during training, increase training retention, and stress the importance to change their behaviors and utilize safe practices in regards to allergens. We compared both quick and full-service restaurants’ food-allergy training methods in this study in an attempt to better grasp what it is that helps employees learn. The study revealed that full-service respondents were more likely to identify a food as an allergen, or a reaction as a symptom of an allergy, than the QSR respondents

Numerical modelling and control of an oscillating water column wave energy converter

An oscillating water column (OWC) wave energy converter (WEC) is a device designed to extract energy from waves at sea by using the water to move trapped air and thus drive an air turbine. Because the incident waves and the force caused by the power take-off (PTO) interact, control of the power take off (PTO) system can increase the total energy converted. A numerical model was developed to study the interaction of an OWC with the water and other structures around it. ANSYS AQWA is used here to find the effects on the water surface in and around the central column of a five-column, breakwater-mounted OWC. For open OWC structures, coupled modes were seen which lead to sensitivity to incident wave period and direction. The frequency-domain displacements of the internal water surface of the central column were turned into a force-displacement, time-domain model in MATLAB Simulink using a state space approximation. The model of the hydrodynamics was then combined with the thermodynamic and turbine equations for a Wells turbine. A baseline situation was tested for fixed turbine speed operation using a wave climate for a region off the north coast of Devon. A linear feedforward controller and a controller based on maximising turbine efficiency were tested for the system. The linear controller was optimised to find the combination of turbine speed offset and proportional constant that gave maximum energy in the most energy abundant sea state. This increased the converted energy by 31% in comparison to the fixed speed case. For the turbine efficiency control method, the increase was 36%. Energy conversion increases are therefore clearly possible using simple controllers. If increased converted energy is the only criterion for controller choice, then the turbine efficiency control is the best method, however the control action involves using very slow turbine speeds which may not be physically desirable

Australian teachers and the learning environment: an analysis of teacher response to TALIS 2013

Abstract: The OECD Teaching and Learning International Survey (TALIS) is the first international survey programme to focus on the learning environment and the working conditions of teachers in schools. The overarching aim of TALIS is to provide robust, policy relevant indicators and analysis on teachers and the learning environment for an international audience. It aims to provide an opportunity to examine best practice in education systems around the world, to allow countries to identify other education systems facing similar challenges to their own and to learn from other policy approaches. TALIS provides internationally comparable information in the areas of teacher demographic characteristics, school leadership, teacher professional development, systems of feedback and appraisals for the teaching workforce, school effectiveness, and teacher practices and beliefs. As was the case for the 2008 cycle of TALIS, the Department of Education (formerly DEEWR) again commissioned the Australian Council for Educational Research (ACER) to oversee and conduct the implementation of TALIS 2013 in Australia. In Australia, over 2000 teachers and 149 principals in 149 schools comprised the ISCED 2 sample. In the Australian context, ISCED 2 teachers are defined as teachers of students in lower secondary education or, more specifically, teachers of students in Years 7, 8, 9 or 10

“GOOOOOAL!”: An Exploration of the Dutch-Moroccan Footballer Experience

This study seeks to explore how fans of the Dutch national football team, Oranje, engage with the portrayal of Dutch-Moroccan footballers who are navigating between the paradigms of “success story” and “problematic immigrant.” In the climate of the seemingly tolerant country of the Netherlands, we hypothesize that fans of Dutch football interpret and perpetuate the concept that minoritized men have to maintain a flawless performance based on conditions determined by the majority in order to ascertain a higher position in society. By employing Krippendorff’s theory of content analysis (Krippendorff, 2004), we explore the language used to describe three Dutch-Moroccan footballers (Sofyan Amrabat, Hakim Ziyech, and Mohamed Ihattaren) in two different types of sources: a) news articles on the Football Oranje website, and b) an international fan group for Oranje on Facebook. Results indicate support for three major themes that appeared in the literature: Othering, transnationality, and globalization, which indicated varying levels of “Dutchness.” The qualitative findings indicate that Dutch-Moroccan football players are considered successful Dutch citizens when they perform their role as a football player perfectly, enabling them to escape their minority group stereotypes. However, if they do not perform this flawlessly, they are immediately Othered as an outsider. Limitations and future directions of this research are discussed

Niinwi - Kiinwa - Kiinwi: Building Non-Indigenous Allies in Education through Indigenous Pedagogy

In this article, we examine the Calls to Action of the Truth and Reconciliation Commission (TRC) of Canada (TRC, 2015a) in light of their implications for conscious ally-building in teacher education. Guided by the Anishinaabemowin language, the Medicine Wheel, and the Seven Grandfather Teachings, we ask what we can do to move from niinwi, “we but not you,” and kiinwa, “you all but not us,” to kiinwi, “you and us (together).” We arrive at the conclusion that reconciliatory education can be accomplished through respect and love, alongside an unyielding commitment to honouring Indigeneity, speaking truth, and building wisdom.Dans cet article, nous examinons les Appels à l’Action de la Commission de Vérité etRéconciliation (CVR) du Canada (2015a) au vu de leurs implications pour la construction consciente d’alliés dans la formation des enseignant(e)s. Guidées par la langue Anishinaabemowin, la Roue Médicinale, et les Enseignements des Sept Grand-Pères, nous demandons ce que nous pouvons faire pour passer de niinwi « nous mais pas vous », et kiinwa « vous mais pas nous », à kiinwi « vous et nous (ensemble) ». Nous arrivons à la conclusion qu’on peut accomplir l’éducation réconciliatrice par le respect et l’amour, ainsi qu’un engagement inébranlabable à honorer l’indigénéité, à dire la vérité, et à édifier la sagesse

A "Visible" Woman: Learning with a Student who is Deaf-blind at University

This article presents a case study of an undergraduate student with Deaf-blindness working with an interpreter and an academic skills adviser to develop her writing for the disciplines. It highlights the mutual learning this involves: about strategies for communication, issues of inclusion, and perspectives on disability

An investigation into the clinical reasoning development of veterinary students

Clinical reasoning is a fundamental skill for veterinary clinicians and a competency required of graduates by the Royal College of Veterinary Surgeons. However, it is unknown how veterinary students develop reasoning skills and where strengths and shortcomings of curricula lie. This research aimed to use the University of Nottingham School of Veterinary Medicine and Science (SVMS) as a case study to investigate the development of clinical reasoning among veterinary students. The analysis was framed in consideration of the taught, learned, and declared curricula. Sixteen staff and sixteen students from the SVMS participated separately in a total of four focus groups. In addition, five interviews were conducted with recent SVMS graduates. Audio transcriptions were used to conduct a thematic analysis. A content analysis was performed on all curriculum documentation. It was found that SVMS graduates feel they have a good level of reasoning ability, but they still experience a deficit in their reasoning capabilities when starting their first job. Overarching themes arising from the data suggest that a lack of responsibility for clinical decisions during the program and the embedded nature of the clinical reasoning skill within the curriculum could be restricting development. In addition, SVMS students would benefit from clinical reasoning training where factors influencing ‘‘real life’’ decisions (e.g., finances) are explored in more depth. Integrating these factors into the curriculum could lead to improved decision-making ability among SVMS graduates and better prepare students for the stressful transition to practice. These findings are likely to have implications for other veterinary curricula

From the Ground Up: Building a Digital Scholarship Program at the University of South Carolina

In 2019, the University of South Carolina Libraries launched a new department called Digital Research Services to support new and evolving forms of scholarship in the digital age. Departmental librarians will discuss the experience of planning and implementing a digital scholarship program and will provide suggestions for other libraries planning a digital research initiative

Shifts to global development : is this a reframing of power, agency and progress?

This special section on global development has been developed from a conference roundtable event run by the Development Geographies Research Group of the Royal Geographical Society. In this special section, we (some of the committee) introduce the four papers and their critical contributions to emerging debates. These extend early work on how the “global” is being made, focusing on the projects of multilateral development agencies and state institutions to examine how (and whether) the rebranding of “international development” as “global development” constitutes a shift in thinking and practice. Together, the papers draw our attention to the considerable opportunities and implications that this reframing offers, while highlighting that critical attention is required as to how that framing is deployed and by whom. They reveal disparity between global development as a much-needed reframing of power, agency, and progress and global development as produced by mainstream development actors and interventions, necessitating more critical research into how this normative agenda is adopted and enacted in dominant policy and practice.PostprintPeer reviewe